AT A GLANCE GRADE 4

Unit 1 Lessons/TEKS Reading SelectionTEKS Knowledge and Skills Statement(s)Unit 1: EnergyForce, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to:• differentiateamongformsofenergy,includingmechanical,sound,

electrical,light,andheat/thermal• demonstratethatelectricitytravelsinaclosedpath,creatingan

electricalcircuit,andexploreanelectromagneticfield• designanexperimenttotesttheeffectofforceonanobjectsuchas

apushorapull,gravity,friction,ormagnetismEarth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:• identifyandclassifyEarth'srenewableresources,includingair,plants,

water,andanimals;andnonrenewableresources,includingcoal,oil,andnaturalgas;andtheimportanceofconservation

Lesson 1: What is Energy?Standard(s):4.6.A

Energy

Lesson 2: Energy in our LivesStandard(s):4.6.A

EnergyAllAround

Lesson 3: Energy: Energy TransformationsStandard(s):4.6.C,4.6.D,4.7.C

SolarEnergyTurnontheLight:HowElectricityWorks

Lesson 4: Forces and MotionStandard(s):4.6.A,4.6.D

ForcesandMotionatWork

Lesson 5: Energy and Our EnvironmentStandard(s):4.7.C

BiofuelsWindEnergy

Lesson 6: Protecting Our EnvironmentStandard(s):4.7.C

GoingGreen

Unit 2 Lessons/TEKS Reading SelectionTEKS Knowledge and Skills Statement(s)Unit 2: Waves and InformationForce, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to:• differentiateamongformsofenergy,includingmechanical,sound,

electrical,light,andheat/thermal• designanexperimenttotesttheeffectofforceonanobjectsuchas

apushorapull,gravity,friction,ormagnetism

Lesson 1: Studying WavesStandard(s):4.6.D

Oceans

Lesson 2: Studying SoundsStandard(s):4.6.A

CellPhonesTheAmazingFactsAboutSounds

Unit 3 Lessons/TEKS Reading SelectionTEKS Knowledge and Skills Statement(s)Unit 3: Structures, Function and Informational Processing Force, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to:• designanexperimenttotesttheeffectofforceonanobjectsuchas

apushorapull,gravity,friction,ormagnetism

Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environment. The student is expected to:• explorehowadaptationsenableorganismstosurviveintheir

environmentsuchascomparingbirds'beaksandleavesonplants• demonstratethatsomelikenessesbetweenparentsandoffspringare

inherited,passedfromgenerationtogenerationsuchaseyecolorinhumansorshapesofleavesinplants.Otherlikenessesarelearnedsuchastablemannersorreadingabookandsealsbalancingballsontheirnoses

Lesson 1: Electrical Systems and ModelsStandard(s):4.6.D

Let’sInvestigateLight

Lesson 2: Plants and Animals StructuresStandard(s):4.10.A

SkeletonsandExoskeletons

Lesson 3: ReproductionStandard(s):4.10.B

ReproductioninPlants

Lesson 4: Processing InformationStandard(s):4.10.A

TheNervousSystem

Unit 4 Lessons/TEKS Reading SelectionTEKS Knowledge and Skills Statement(s)Unit 4: Earth’s Systems: Processes that Shape the EarthScientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions.Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:• examinepropertiesofsoils,includingcolorandtexture,capacityto

retainwater,andabilitytosupportthegrowthofplants• observeandidentifyslowchangestoEarth'ssurfacecausedby

weathering,erosion,anddepositionfromwater,wind,andice

Lesson 1: Rock FormationsStandard(s):4.7.A

Rocks,MineralsandSoil

Lesson 2: FossilsStandard(s):4.3,4.7.B

Fossils:UncoveringthePast

Lesson 3: Weathering EffectsStandard(s):4.7.B

EarthandtheRoleofWater

Lesson 4: Our LandStandard(s):4.3,4.7.B

Continents

Lesson 5: Earth’s FeaturesStandard(s):4.3,4.7.B

Mountains

Lesson 6: System InteractionsStandard(s):4.7.B

PlateTectonicsandDisasters

Alignment with TEKS

UNIT 4: EARTH’S SYSTEMS: PROCESSES THAT SHAPE THE EARTH

TEKS Correlation

Lesson/ Reading Selection

English Language Arts & Reading Comprehension TEKS

Science TEKS

Lesson 1: Rock FormationsRocks, Minerals, and Soil

ELAb.11: Reading/Comprehension of InformationalText/Expository Text. Students analyze, makeinferences and draw conclusions about expositorytext and provide evidence from text to supporttheir understanding.b.24: Research/Gathering Sources. Studentsdetermine, locate, and explore the full range ofrelevant sources addressing a research questionand systematically record the information theygather.Reading ComprehensionE: summarize information in text, maintainingmeaning and logical order

4.7Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:A: examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants

Lesson 2: FossilsFossils: Uncovering the Past

ELAb.11: Reading/Comprehension of InformationalText/Expository Text. Students analyze, makeinferences and draw conclusions about expositorytext and provide evidence from text to supporttheir understanding.b.28: Listening and Speaking/Speaking. Studentsspeak clearly and to the point, using theconventions of language. Students continue toapply earlier standards with greater complexity.Students are expected to express an opinionsupported by accurate information, employing eyecontact, speaking rate, volume, and enunciation,and the conventions of language to communicateideas effectively.Reading ComprehensionF: make connections (e.g., thematic links, authoranalysis) between literary and informational textswith similar ideas and provide textual evidence.

4.3Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions.4.7Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:B: observe and identify slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice

Lesson 3: Weathering EffectsEarth and the Role of Water

ELAb.11: Reading/Comprehension of InformationalText/Expository Text. Students analyze, makeinferences and draw conclusions about expositorytext and provide evidence from text to supporttheir understanding.b.28: Listening and Speaking/Speaking. Studentsspeak clearly and to the point, using theconventions of language. Students continue toapply earlier standards with greater complexity.Students are expected to express an opinionsupported by accurate information, employing eyecontact, speaking rate, volume, and enunciation,and the conventions of language to communicateideas effectively.Reading ComprehensionF: make connections (e.g., thematic links, authoranalysis) between literary and informational textswith similar ideas and provide textual evidence.

4.7Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:B: observe and identify slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice

TEACHER NOTE UNIT 4 FOSSILS, UNCOVERING THE PAST

Book Summary: This book examines how fossils document the appearance, diversification, and extinction of many life forms.Guided Reading Level: VLexile Level: 875Key Vocabulary: algae, australopithicus afarensis, catastrophic, dating, decays, earthquakes, episodic, erosion, evolution, excrement, extinct, fungi, geology, hominids, Homo sapiens, invertebrates, marine, Neanderthal, organisms, paleontology, plate tectonics, prehistoric, primates, remnants, sauropods, sedimentary, species, specimens, theorize, trilobites, volcanicKey Vocabulary in Spanish: australopithicus afarensis, catastrófico, fechado, descomposición, terremotos, episódicos, erosión, evolución, excremento, extinto, hongo, geología, homínido, homo sapiens, invertebrados, marino, Neanderthal, organismos, paleontología, placas tectónicas, prehistórico, primates, restos, saurópodos, sedimentos, especies, teorías, trilobitos, volcánica

Materials Needed: Teacher Materials: Computer access, Teacher’s User Guide Student Materials: Fossils: Uncovering the Past by Tom GrevePer Group: Paper, pencils, glue, index cards, objects, samples of fossilsStrategies: Word meaning, visual cues, graphic organizers, W-questions, text support, questioning, Bloom Taxonomy (gathering evidence) cooperative learning, generating and testing hypothesis, demonstrations, observation charts, critical thinking, problem solving, collaboration

COMPREHENSION AND HIGHER ORDER THINKING (HOT) ACTIVITIES1. Language Development and HOT ActivitiesBilingual Pair Activity 1: Students will be able to determine if a fossil is a body fossil or a trace fossil.Bilingual Pair Activity 2: Students will complete a chart “Timeline of Life” and will describe what fossils were found in each era.Activity 3 (for Review and Enrichment): After conducting research on dinosaurs, students will write a report with their findings.2. Journal ActivityAfter gathering information from print and digital sources, students will write about what evidence supports the hypothesis.

HOME-SCHOOL CONNECTION: SCIENCE PROJECTStudents will follow directions on how to build a fossil model.

FURTHER READING AND RESOURCES

Science Bilingual Research Centers (BRC) 3rd-5th grade packages are available for students to work in bilingual pairs/groups to support project-based learning, academic rigor and science academic vocabulary development in English and Spanish.

ENGLISH:Rourke’s World of Science Encyclopedia Volume 4- Earth Science

SPANISH:Descubre el mundo de las ciencias: Enciclopedia. Volumen 4- La Tierrahttp://www.aragosaurus.com/secciones/docencia/tema/Historia_Vida1.pdfhttp://www.dinosaurios.info/

Grade Four - Teacher Note - #17

STANDARDS: (GRADE 4)English Language Arts & Reading Comprehension TEKS

ELAb.11: Reading/Comprehension of Informational Text/ExpositoryText. Students analyze, make inferences and draw conclusions aboutexpository text and provide evidence from text to support theirunderstanding.b.28: Listening and Speaking/Speaking. Students speak clearly andto the point, using the conventions of language. Students continueto apply earlier standards with greater complexity. Students areexpected to express an opinion supported by accurate information,employing eye contact, speaking rate, volume, and enunciation, andthe conventions of language to communicate ideas effectively.Reading ComprehensionF: make connections (e.g., thematic links, author analysis) betweenliterary and informational texts with similar ideas and provide textualevidence.

Science TEKS

4.3Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions.4.7Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:B: observe and identify slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice

CLOSURE 1. Provide students with time to explain their findings about “fossil formation” and the evidence they gather about organisms that lived a long

time ago.2. Direct student groups to take 5 minutes to choose one thing that worked well with their assignment and one thing they could improve on.

When groups are done, have each one come to the board to write down their choices.3. Have students answer the essential question: What fossil evidence supports the idea that life existed long ago, and how does it prove that

Earth's surface has changed over time?

EVALUATION

Use the following performance rubric for assessing students’ work.Performance Indicators: _______ Collaborates with the group during mini lab time _______ Works well with team members while carrying out assignment. _______ Explains what can he or she can do to support changes in our Earth’s surface over time.Observations and Rubric Score3 2 1 0

What fossil evidence supports the idea that life existed long ago, and how does it prove that Earth's surface has changed over time?

LESSON PROCEDURES:BUILDING BACKGROUND ENGAGE EXPLORE EXPLAIN and ELABORATE

Introduce Fossils, Uncovering the Past by looking at the inside cover photo and starting a discussion about what they already know about fossils. Ask:• Whatdoyouseeinthese

illustrations? What are these called?• Whatisanexampleofafossil?• Wheredopeoplefindfossils?

Have students look at the Glossary. • Whichwordsarefamiliartoyou?• Whichwordsarenew?Introduce key words students needto know before reading the book.

Provide students a KWL graphic organizer to fill out what they already know about fossils and what they would like to learn.

Explain to students that fossils are made when living things die and get buried by sediments quickly before the hardest parts of the animal have a chance to decay. Have students work in pairs and look at examples of body fossils and trace fossils on page 9. Ask them to identify the differences between them.

Have students open their books to page 24. Have them understand what a paleontologist is. Tell them that because a paleontologist studies life forms that are now extinct, they rely on fossils to learn about life in the past. Show students examples of dinosaursonpages28-34.Youcanalso do a Google search for images about fossils. Ask leading questions such as:• Whatarethesepicturesof?• Whatdoyouknowabout

dinosaurs?

Tell students that today they are going to become paleontologists. Display different objects around the class including samples of fossils. Tell them they will walk around and look at the different objects. As they are observing, have them write the number of the objects they see on their paper. They should have two columns titled “fossil” and “non-fossil.” When they are finished, discuss the items classified as “fossils.” Have students refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Have students explore the lives of famous paleontologists such as Luis Alvarez who believed an asteroid hit the Earth causing the extinction of the dinosaurs. Discuss with students how scientists use fossils to help explain Earth’s past. Since there are currently no living dinosaurs, the only evidence we have about dinosaurs and other prehistoric organisms is what can be inferred from fossilized remains. Show students an example of amber that has an insect trapped inside (see page 11). Tell students that amber is fossilized tree resin that it is used for jewelry because of its beauty.Give each student a 3 x 5 index card. Have each student draw about a one-inch circle on the left side of the index card. Have them color it the color that they think is closest to the real color of amber. Students should place a small object representing an insect on the colored circle. Students will use glue to cover the insect placed on colored circle. Discuss how this represents the resin that fossilized into amber over a period of millions of years, preserving the insect.

On the right hand side of the card, have them write the process that preserved the insect.

Explain to students how fossils represent time since these are like snapshots that we can study about prehistoric life that existed a long time ago.

Have students look at pages 38-39 in their book. Explain to them how fossils of primitive humans help us understand theoretical evolutionary changes toward modern humans. Have students observe the “timeline of life” as presented on pages 44-45. Explain each one of the life eras starting with the Precambrian Era and ending with the Cenozoic Era. Have them analyze each era and discuss what kinds of fossils were found. Ask them to place in chronological order information presented in the text.

Continue with the closure and evaluation sections of the lesson. Have students answer the essential question: What fossil evidence supports the idea that life existed long ago, and how does it prove that Earth's surface has changed over time?

Lab Lesson Essential Question(s):

FOSSILS: UNCOVERING THE PAST

BEGINNING LEVEL ACTIVITY

NAME: ____________________________________________DATE: ____________

IDENTIFY EACH FOSSIL

Directions:

Look at each fossil illustration and determine if it is a body fossil or a trace fossil.

Fossil Type of Fossil

Grade Four - Beginning Activity - #17

FOSSILS: UNCOVERING THE PAST

INTERMEDIATE LEVEL ACTIVITY

NAME: ____________________________________________ DATE: ____________

TIMELINE OF LIFE

Directions:

Complete the “Timeline of Life” presented below with a brief description of each era and examples of fossils that date back to each era.

Era Brief Description Fossils Found

The Precambrian Era

The Paleozoic Era

The Mesozoic Era

The Cenozoic Era

Grade Four - Intermediate Activity - #17

FOSSILS: UNCOVERING THE PAST

ADVANCED LEVEL ACTIVITY

NAME: ____________________________________________ DATE: ____________

FOSSILS: UNCOVERING THE PAST

Directions:

Conduct research on dinosaurs and complete a report with your findings. You can use websites like this one: http://www.sciencekids.co.nz/sciencefacts/dinosaurs/types.html

Choose one type of dinosaur for your research. You could use these questions as a guide:

• Whatisthemeaningofitsname?Mostofthetimethiswilltellyousomethingimportantorinteresting

about the dinosaur.

• Whattypeofdinosaurwasit?Howisitclassifiedandwhatdinosaursisitcloselyrelatedto?

• Whatdidyourdinosaurlooklike?Forexample,howbigwasit,whatshapewasitsbody,wereitslegs

long or short, did it have horns, plates, crests or claws? Describe

• Whendidyourdinosaurlive?Howmanymillionsofyearsagodiditliveandwhatwasthenameofthe

geological period?

• Whatdidthedinosaureatandhowdiditgetitsfood?Wherewasthisdinosaurinthefoodchain?

• Howdiditwalk?Diditwalkontwoorfourlegs?Diditmovefastorslow?

• Howdiditdefenditself?Diditattackotheranimals?How?

• Wherehavefossilsbeenfound?Whenweretheyfirstfound?Aretherejustafewfragmentsorarethere

almost complete specimens?

• Whonamedthedinosaur?Isthereanythinginterestingaboutthescientistwhonamedit?

Use your own words. Check your spelling and grammar.

Grade Four - Advanced Activity - #17

FOSSILS: UNCOVERING THE PAST

JOURNAL ACTIVITY

NAME: ____________________________________________ DATE: ____________

DINOSAUR EXTINCTION

Directions:

Dinosaurs existed millions of years ago. According to scientist Luis Alvarez, the mass extinction of the dinosaurs was caused by the impact of a large asteroid on the Earth that occurred sixty-five million years ago. After gathering information from print and digital sources, write about what evidence supports his hypothesis.

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Don't Forget to Edit Your Work!

Check the spelling, punctuation, and grammar. Also, check the structure of your essay:

________ I checked the spelling, punctuation, capitalization, and grammar.

________ My essay is clear, focused and purposeful.

________ I explained what caused the mass extinction of dinosaurs.

________ I provided evidence to support the hypothesis.

Grade Four - Journal Activity - #17

NAME: ____________________________________________ DATE: ______________

MAKE YOUR OWN FOSSILS

You can build models of fossils using common materials. If you live or travel to the right geographic area, you can find and collect real fossils, or you can purchase fossils from some museum or fossil stores.

Materials:

• PlasterofParis• Plasticcreaturesorobjects,ornaturalthingslikeshellssmallenoughtofitinthemiddleofacup• Water• Containerforpouringwithasmallpourspout• Modelingclay• Smallpapercups• Popsiclesticks

Directions:

1. Flattentheclayintoaball.Theflattenedclayshouldtakeuplessthanhalfthecup.2. Place the object upside down in the clay. DO NOT bury the object. Add pieces to other objects to

morph them into weird creatures.3. Using one of the paper cups to measure, gently add ½ cup of plaster on top of the impression.4. Add 2-3 tablespoons of water. The consistency should be like thick pancake batter. If too much water,

add small amount of plaster QUICKLY!5. Stir the water and plaster together gently, making sure not to poke the impression below.6. Let it sit for a minimum of one hour or overnight (recommended).7. Tear open the cup over a trash can to reveal your amazing fossil.8. Reuse the ball of clay for another project. Keep in an airtight container.9. Compost the paper cup.10. Use larger cups/containers to make bigger fossils. Remember, you will need more plaster and clay.

Impressions are the images left by plant or animal remains after they have been pressed against sediment, such as clay or soil. If remnants remain, the remains are called a compression.

My Observations:

What object worked best? What object didn’t? What would you do different next time?

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FOSSILS: UNCOVERING THE PAST

HOME-SCHOOL CONNECTION: SCIENCE PROJECT

Grade Four - Science Project - #17

NAME: ____________________________________________ DATE: ____________

FOSSILS: UNCOVERING THE PAST

EXTENSION ACTIVITY

Grade Four - Extension Activity - #17

CLASSIFYING FOSSILS

Directions:

After reading Fossils: Uncovering the Past, use the graphic organizers to classify fossils based on their characteristics.

PRE- AND POST-TEST

Directions:Each question is followed by four choices. Decide which choice best completes the statement or answers the question. On the separate answer sheet, record your answers by circling the same letter as the answer you have chosen.

1. A fourth grade class observes this illustration tostudy evidence of fossils in rock layers overtime. Dinosaurs lived more than 145 millions ofyears ago. In which era did the dinosaurs live?

A. The Precambrian EraB. The Paleozoic EraC. The Cenozoic EraD. The Mesozoic Era

2. The breaking down of rocks, soil, and mineralsis called _______________.

A. wedgingB. erosionC. decayD. rock formation

3. A fourth grade student observes rocks. Onesample feels rough and grainy. It has a plantfossil. Which type of rock is it?

A. MetamorphicB. GraniteC. IgneousD. Sedimentary

PRE- AND POST-TEST GRADE 4

Unit Theme & Reading Selection 10Test Item #

Correct Response

Unit 1: Energy

Energy

Energy All Around

Forces and Motion at Work

Solar Energy

Turn on the Light

Going Green

Biofuels

Wind Energy

11

12

14

13

19

15

9

20

A

D

D

D

C

C

B

C

Unit 2: Waves and Information

Oceans

Cell Phones

The Amazing Facts About Sounds

24

16

17

B

C

B

Unit 2: Structure, Function, and Information Processing

Let’s Investigate Light

Skeletons and Exoskeletons

Reproduction in Plants

The Nervous System

21

22

23

25

B

C

D

A

Unit 4: Earth’s Systems: Processes that Shape the Earth

Rocks, Minerals, and Soil

Fossils: Uncovering the Past

Plate Tectonics and Disasters

The Earth and the Role of Water

Continents

Mountains

3

1

18

2

4

5

D

D

A

B

D

B

Unit 5: Earth and Human Activity

Our Footprint on Earth

Built to Last

Using Tools to Understand Our World

6

7

18

8

10

A

C

A

A

C

Question # Correct Response

1 D

2 B

3 D

4 D

5 B

6 A

7 C

8 A

9 B

10 C

11 A

12 D

13 D

14 D

15 C

16 C

17 B

18 A

19 C

20 C

21 B

22 C

23 D

24 B

25 A